Early Childhood Special Education Paraeducator

Position(s): Early Childhood Special Education Teacher Assistant

Monday through Thursday 8:10 am- 3:40 pm; Friday 8:30 am - 12:00 pm

Beginning Date: ASAP

GENERAL DEFINITION OF WORK

The job of the Early Childhood Special Education Teaching Assistant assists the teacher in delivery of educational and behavioral interventions to individual or small groups of students under the supervision of a certificated teacher; which may include modeling the necessary skills to perform assignments; following educational and specific behavioral plans; modeling appropriate behaviors and interactions with students and staff; and assisting students by providing for special health care needs. Employees in this classification will receive a variety of assignments to provide support and assistants including classroom support, lunchroom, and playground and should be flexible adjusting to student needs.

Minimum Qualifications

• Minimum of High School Diploma
• Experience working with students with disabilities preferred
• One year or more experience in a school setting providing direct support to students
• Obtain and maintain Crisis Prevention Institute (CPI)-Nonviolent Crisis Intervention Certification (Training Provided by District).
  
  

Essential Duties And Responsibilities

• Assists students in completion of learning tasks assigned by classroom teachers;
• Lead and/or facilitate teaching of individuals in 1:1, small group, or whole class instruction;
• Carries out instructional plans as designated by the classroom teacher and if appropriate the student's Individual Educational Plan (IEP);
• Assists students in the restroom as necessary, and may have to change diapers
• Assist individual students as necessary to follow routines, follow directions, follow an individual schedule, and/or complete tasks;
• Assist in the development and implementation of individual student schedules;
• Assist in the preparation and delivery of the sensory program and sensory activities;
• Assist in the development and implementation of motor group activities;
• Assist in the development and implementation of discrete trial drills;
• Create alternative activities for independent work based on teacher directed activities;
• Assist with the development and implementation of student behavior plans;
• Assist in coordination of school and home supports and work tasks;
• Assist with data collection and facilitating accommodations as required by the classroom teacher or supervisor;
• Communicate effectively with special education teacher information to help facilitate the IEP goals of the students;
• Demonstrate cooperation, openness for growth and willingness to contribute to a team approach to the educational program;
• Under supervision of classroom teacher and/or building principal, assists in maintenance of students' records;
• Provide direct support to staff by introducing and modeling research/evidence-based interventions;
• Provide direct support to students by teaching and modeling research/evidence-based interventions and curriculum;
• Coordinate with Special Education Teacher and school staff to implement behavior intervention plans;
• Provide transition plans and support for students moving from one educational setting to another;
• Coordinate with Special Education Teacher and school staff to develop crisis/safety plans;
• Provide interventions to enable students to remain in school and/or help stabilize;
• Supervises students in lunchroom or during lunch period;
• Supervises students during free time and other non-instructional periods as directed by classroom teacher;
• Complete Medicaid based documentation and record information in MiPSE
• Participates in all meetings, training programs, and in-service sessions as assigned by the building or district administrator
• Performs other duties as assigned by classroom teacher or principal;
• Regular in-person attendance, required.
  
  

PHYSICAL CONDITIONS AND NATURE OF WORK CONTACTS

Duties performed typically in school settings to include: classroom, gym, cafeteria, auditorium and recreational areas. Frequent walking, standing, light lifting, up to 40 pounds, and other physical activities are required. Occasional travel with students on field trips may be necessary. Occasional movement of students by wheelchairs and other mechanical devices may be required. Occasional lifting of equipment such as audio-visuals weighing up to 50 pounds may be required. Occasional attendance to parent conferences, building-level meetings and training activities. Daily personal close contact with children to provide classroom management and learning environment support is required. Regular contact with other staff members, parents and medical professional may be required. Contacts with community, parents, and district-level staff may require considerable tact and diplomacy. Must be able to work within various degrees of noise, temperature, and air quality. Interruptions of work are routine. Job responsibilities include both inside and outside duties. Flexibility and patience are required. Must be self-motivated and able to complete job assignment. Must be able to work under stressful conditions. Knowledge of universal hygiene precautions. May be subject to physical and emotional outbursts by students, including such behaviors as hitting, kicking, spitting, scratching and biting. Dexterity of hands and fingers assist/restrain students and to operate specialized equipment or office equipment. Sitting or standing for extended periods of time. Bending at the waist, kneeling or crouching to assist students. Reaching overhead, above the shoulders and horizontally. Lifting or moving children from wheelchair to tables or desks.